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Transforming College to Career April, 2014 Sheila Curran, Curran Consul5ng Group h8p://www.curranoncareers.com Curran Consulting Group curranoncareers.com

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Colleges and universities across the country are engaged in efforts to transform the college to career process. This presentation explains why so much emphasis is now being placed on career outcomes, what best practice schools are doing, and prerequisites for successful transformation.

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Page 1: Transforming College to Career

Transforming  College  to  Career  April,  2014  Sheila  Curran,  Curran  Consul5ng  Group  h8p://www.curranoncareers.com  

 

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Presenter  

•  Sheila  Curran  •  CEO  and  Chief  Strategy  Consultant  •  Curran  Consul5ng  Group  •  [email protected]  •  www.curranoncareers.com  •  Linkedin.com/in/sheilacurran  

   

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5  Key  Questions  

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Ø How  has  college  to  career  evolved?    

Ø Why  pay  so  much  a:en;on  to  careers  now?  

 Ø What’s  wrong  with  our  current  model  of  college  to  career?  

 Ø What  does  transforma;on  look  like?    

Ø What  are  the  prerequisites  for  success?  

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How  has  college  to  career  evolved?  

Page 5: Transforming College to Career

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Thirty  years  ago,  there  was  li8le  connec5on  between  classroom  and  career.  Students  typically  started  thinking  about  careers  in  their  senior  year,  unless  they  intended  to  go  to  law  or  medical  schools—op5ons  with  very  clear  rules  and  requirements.  Career  Services  was,  for  the  most  part,  a  “placement”  model.  

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In  2014,  career  prepara5on  is  much  more  complex.  Companies  are  much  less  willing  to  train  new  recruits;  they  expect  students  to  come  ready  to  be  produc5ve  on  day  one,  and  they  want  students  to  have  acquired  relevant  skills  and  experiences  while  s5ll  in  college.  

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Major  Changes  to  Careers  1984  to  2014  

•  Career  prepara5on,  formal  educa5on  and  experien5al  educa5on  occur  simultaneously    

•  Employment  situa5on  is  more  complex    

•  Internships  are  more  important    

•  Technology  means  the  delivery  of  career  services  is  not  place  dependent    

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Major  Changes  to  Career  Services  1984-­‐2014  

•  Services  start  earlier    

•  Greater  emphasis  on  internships    

•  Easier  access  to  opportunity  through  recrui5ng  systems    

•  Increase  in  3rd  party  career  technology,  e.g.,  for  interviewing    

•  More  collabora5on  across  campus      

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While  the  work  world  for  new  graduates  has  changed  significantly  in  30  years,  and  the  “rules  of  engagement”  have  become  much  less  clear,  Career  Services  offices  operate  in  fundamentally  the  same  way  as  they  have  for  decades,  simply  adding  more  func5ons  to  their  exis5ng  counseling  and  employment  (aka  placement)  responsibili5es.  OYen  the  Career  Services  mission  is  a  “mission  impossible”.  

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Unemployment  Rates  for  College  Grads  

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0.00%  

1.00%  

2.00%  

3.00%  

4.00%  

5.00%  

6.00%  

7.00%  

8.00%  

9.00%  

10.00%  

2008   2009-­‐12   2013  

Annual  Unemployment  %  Averages  for  College  Graduates  25  or  Older  

2008  

2009-­‐12  

2013  2.8%

4.9% 4%

Un5l  the  Great  Recession  hit,  few  colleges  and  universi5es  paid  much  a8en5on  to  Career  Services,  nor  held  them  accountable  for  results.  Colleges  were  lulled  into  a  false  sense  of  security:  students  con5nued  to  matriculate  despite  rising  costs  because  college  loans  were  more  available;  the  media  consistently  touted  the  $1  million  advantage  of  a  bachelor’s  degree;  and,  unemployment  rates  for  college  grads  over  25  were  consistently  much  lower  than  for  the  civilian  popula5on.  

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Why  pay  so  much  attention  to  careers?  

 

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The  Impact  of  the  Great  Recession  

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87.9%:  Students  a8end  college  to  get  a  

be8er  job!  

The  economic  downturn  of  2008  changed  everything.  Loans  became  a  much  greater  concern  when  being  able  to  repay  them  was  not  an  automa5c  assump5on.  The  numbers  of  students  saying  that  a  primary  reason  for  a8ending  college  was  to  get  a  be8er  job  has  con5nued  to  increase,  and  families  now  ac5vely  ques5on  prospec5ve  colleges  on  the  return  on  investment  of  their  college  tui5on  dollars.  

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Unemployment  for  Young  Grads  

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0  

1  

2  

3  

4  

5  

6  

7  

8  

9  

10  

2008   2009-­‐12   2013  

Average  Unemployment  %  of  College  Graduates  Aged  20-­‐24    

2008  

2009-­‐12  

2013  

5.6%

8.7% 8%

Students  and  their  families  have  reason  for  concern.  When  the  media  talks  about  unemployment  rates,  they  cite  rates  for  all  college  grads;  the  picture  for  new  bachelor’s  grads  aged  20-­‐24  is  much  less  rosy.  Since  2008,  the  unemployment  rates  for  this  cohort  have  consistently  exceeded  those  of  the  overall  civilian  popula5on,  and  by  some  es5mates,  almost  40%  of  new  grads  are  “mal-­‐employed”  in  posi5ons  that  do  not  require  a  college  degree,  or  require  part-­‐5me  without  benefits.  

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The  Employer  Perspective  

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Employers:  Fewer  than  2  in  5  hiring  managers  

found  recent  graduates  prepared  for  jobs  

Contrary  to  popular  assump5on,  the  majority  of  college  students  are  not  using  the  poor  employment  climate  as  an  impetus  to  be8er  prepare  themselves  for  the  future,  or  take  advantage  of  college  career  services.  Employers  are  generally  unimpressed  with  the  quality  of  college  grads  applying  to  entry-­‐level  professional  posi5ons.  There  is  a  disconnect  between  employer  percep5on  and  what  chief  academic  officers  think  about  graduates’  level  of  prepara5on.      

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Cost  of  Education  in  Context  

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The  ques5on  of  the  educa5onal  “ROI”  is  of  much  greater  significance  than  in  the  past  because  of  the  cost  of  educa5on.  According  to  Bloomsburg  (based  on  Labor  Department  figures),  tui5on  and  fees  have  increased  1,120  percent  since  records  began  in  1978,  4  5mes  faster  than  the  growth  of  the  CPI.  The  recent  steeper  climb  in  college  costs  coincides  with  federal  government  2006  decision  to  increase  the    availability  of  student  loans  and  the  amount  students  could  borrow.  Current  average  student  debt  is  around  $29,000.  

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Student  Debt  

Not  surprisingly,  outstanding  student  debt  affects  an  increasing  number  of  households,  diminishing  graduates’  ability  to  improve  their  economic  posi5on,  purchase  large  items,  or  get  a  mortgage.  According  to  the  Pew  Research  Center,  households  with  outstanding  debt  rose  from  9%  in  1989  to  19%  in  2010.  

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The  Problem  for  Academia  

Cost  

Debt  

Pressure  on  

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It’s  not  just  parents  who  demand  college  accountability!  Inside  Higher  Ed  Performance  Funding  Goes  Federal    August  23,  2013  by  Paul  Fain    “Colleges  need  to  demonstrate  the  value  of  their  product  with  hard  numbers….or  lawmakers  will  try  to  do  it  for  them.    The  sweeping,  ambi5ous  proposal  (proposed  by)  President  Obama  seeks  to  5e  all  federal  financial  aid  programs  to  a  ra5ng  system  of  colleges  on  affordability,  student  comple5on  rates  and  the  earnings  of  graduates.”    

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Government  •  Transparency  •  College  Score  Card    • Website  to  compare  college  costs    

•  Emphasis  on  economic  value  of  educa5on  

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Dilemma  •  The  prime  purpose  of  higher  educa5on  is  educa5on  BUT….    

•  Students  (and  parents)  take  a  u5litarian  approach,  and  want  a  return  on  their  tui5on  investment    

•  Is  it  possible  to  have  both  a  high  quality  educa5on  and  also  excellent  career  outcomes?  

 ABSOLUTELY!    

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What’s  wrong  with  our  current  college  career  

model?  

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THE  PROBLEM  

 

•  96%  of  chief  academic  officers  believe  their  ins;tu;on  is  either  somewhat  effec;ve  or  very  effec;ve  in  preparing  students  for  the  world  of  work  

BUT:    1)  There  is  li8le  evidence  to  prove  success  2)  Most  Career  Services  structures  are  inadequate  to  

meet  21st  century  needs  

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Current  Model  of  Career  Services  

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Curran  Consul5ng  Group:  CurranonCareers.com  

CAREER  DIRECTOR  

COUNSELING   EMPLOYER  RELATIONS  

Academic  Advising  

Study  Abroad  

Residen5al  Life  

Affinity  Groups  

Alumni  

Faculty  

Parents  

Employers  

Friends  

Admissions  

STUDENTS  

Deans  &  Senior  Administrators  

On  most  college  campuses  there  are  mul5ple  career  ini5a5ves,  involving  groups  and  individuals  both  on  and  off  campuses.  There  is  oYen  li8le  coordina5on  and  much  duplica5on.  The  Career  Services  office  may  be,  both  literally  and  figura5vely,  out  in  “leY  field”.  Some  student  needs  are  very  well  met—especially  if  the  student’s  major  is  also  a  career;  the  needs  of  others—oYen  those  in  the  liberal  and  crea5ve  arts—remain  unmet.  

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Connecting  College  to  Career  

Career  ini5a5ves  on  campus—within  the  classroom  and  beyond  

Connect  the  dots  Comprehensive  

Careers  Philosophy  &  

Plan  

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To  successfully  transform  careers,  we  must  connect  the  dots  between  career  ini5a5ves—wherever  they  take  place—and  a  comprehensive  careers  philosophy  and  plan.  And  the  plan  must  be  driven  by  data.  Colleges  and  universi5es  must  determine  what  success  looks  like  for  their  graduates,  and  align  their  services,  programs  and  ini5a5ves  to  meet  those  objec5ves.  

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Building  21st  Century  Skills  

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The  skills  required  by  21st  century  employers  can  be  learned  through  a  student’s  experience  in  and  out  of  the  classroom.  We  must  be  more  inten5onal  about  helping  students  appreciate  what  they  are  learning,  and  understand  where  they  can  acquire  the  knowledge  and  skills  they  need.  

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Building  towards  successful  career  outcomes  

Successful  Career  

Outcomes  

Relevant  knowledge  

Skills  &  Abili5es  

Personal  characteris5cs  

Job  search  savvy  

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The  only  area  that  can  reliably  be  taught  by  Career  Services  is  “Job  Search  Savvy”.    But,  career  professionals  must  also  play  a  cri5cal  role  in  orchestra5ng  opportuni5es  for  students  and  overseeing  how  and  where  students  gain  essen5al  work  skills  and  experience.  No  longer  can  Career  Services  be  a  place  of  transac5ons.  It  must  play  a  leadership  role  in  bringing  together  all  those  who  can  support  and  promote  students’  career  journeys.  

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A  simple  math  problem    

How do you adequately serve the multiple career

needs of over 6,000 students with 4

professional staff?

In  most  ins5tu5ons,  Careers  Services  staff  do  not  have  sufficient  band-­‐width  to  adequately  build  individual  career  partnerships  with  students  and  employers.  The  only  way  to  achieve  ins5tu5onal  goals  for  graduate  success  is  by  engaging  the  whole  community  in  offering  expert  advice  and  help  to  students  (Career  Community  ini5a5ve).  

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Increasing  the  impact  of  career  services  

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Relevant  Skills  +  Experience

GPA

=  Maximum  usage  currently  

=  Some  usage  currently  

=  Almost  no  usage  

Key

Currently,  the  students  who  receive  the  most  help  are  the  ones  who  seek  it  out.  They  are  usually  the  students  who  have  the  best  academic  record  and  experience.  If  Career  Services  wants  to  make  a  greater  impact,  it  should  “segment  the  market”,  iden5fying  those  students  or  groups  of  students  whose  prospects  would  be  enhanced  by  targeted  career  help,  par5cularly  around  the  value  of  internships.  

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What  does  transformation  look  

like?  

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Key  characteristics  of  the  Wake  Forest  Model  

•  Ins5tu5on-­‐wide  support  &  investment    

•  Inten5onal;  involves  all  students    

•  Accessible  informa5on  through  well-­‐conceived  website    

•  Data-­‐driven    

•  Excellent  results  

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Key  characteristics  of  the  Augustana  model  

•  Strategic  ini5a5ve:  Grew  out  of  campus-­‐wide  retreat,  engaging  faculty  and  staff    

•  President  and  Provost  biggest  cheerleaders    

•  Holis5c  approach  to  student  and  graduate  success    

•  Different  kind  of  career  leadership    

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Key  characteristics  of  the  Miami  U  model  

•  Proac5ve  approach,  involving  “Career  Community”  •  Realignment  of  staff,  based  on  career  priori5es    •  Enhanced  employer  rela5onships,  collabora5ng  with  Corporate  Rela5ons  to  increase  impact  

•  Re-­‐imagined  career  courses  and  programs,  based  on  understanding  of  the  needs  of  different  schools  

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The  role  of  faculty  in  career  transformation  

•  Ar5culate  career  value  of  educa5on    

•  Iden5fy  and  promote  skills  and  knowledge  developed  in  classroom    

•  Find  opportuni5es  to  help  students  apply  knowledge    

•  Partner  with  Career  Services  to  promote  careers  in  a  par5cular  major    

•  Integrate  career  and  academic  advising,  knowing  when  and  where  to  appropriately  refer  students  to  other  resources    

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Transformative  Career  Model  

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Curran  Consul5ng  Group:  CurranonCareers.com  

The  new  model  puts  student  needs  front  and  center,  along  with  career  and  academic  advising.  The  concept  is  that  student  career  needs  can  be  met  in  mul5ple  ways.  Some5mes  advice  will  most  appropriately  come  from  a  faculty  member,  some5mes  from  a  career  professional,  and  some5mes  from  an  alum  who  is  expert  in  a  par5cular  field.  Career  Services  must  orchestrate  an  internal  and  external  career  community  to  provide  connec5ons,  experiences  and  opportuni5es  (the  CEO  model).  

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What  are  prerequisites  for  success  in  any  

college  career  initiative?  

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Four  career  initiatives  that  move  the  needle  

Integrated,  holis5c  approach  

Internal  and  External  Career  Community  

Strategic  resource  alloca5on  

Data,  planning,  and  accountability  

STUDENT  FOCUS  

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Questions?  

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Sheila  Curran    •  CEO  and  Chief  Strategy  Consultant  •  Curran  Consul5ng  Group  •  [email protected]  •  www.curranoncareers.com  •  Linkedin.com/in/sheilacurran  •  401  861  2278